Grammatical Metaphor from the Perspective of Persian Language Teaching and Learning: An Analysis Based on the Language Perspective of the Halliday Foundation

Grammatical metaphor is one of the basic concepts in systematic-role-oriented grammar that has attracted the attention of many researchers in recent years. One of the issues raised in grammatical metaphor is the discussion of teaching and learning these types of metaphors. Halliday (1993) considers grammatical metaphor learning to be the twentieth characteristic of language learning that does not appear until at least the age of nine and is learned in the secondary stage of learning. In the present study, an attempt is made to study how grammatical metaphors are taught and learned in textbooks and writings of Persian, non-Persian learners, and basic language; For this purpose, reading books and writings of Persian students at the basic level of Persian language teaching center of Imam Khomeini University were examined. The research findings indicate that the extent and type of use of metaphors in students' books and writings are very similar. Noun and face metaphors have the highest incidence in textbooks and Persian's writings, respectively (both in textbooks and in Persian's writing, students have name and face have the highest rate). Also, no examples of transitive metaphors were observed in the writings of Persian learners; While in the textbook there were some transient metaphors.